Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V (Bicol)
Schools Division Office of Tabaco City
SAN LORENZO NATIONAL HIGH SCHOOL
SY 2021-2022

LESSON PLAN IN TLE 9 (CARPENTRY)

School: SLNHS Grade Level: Grade 9

Teacher: JAMES B. PACHECO Learning Area: CARPENTRY
Observation Date: Quarter: First Quarter

I. OBJECTIVES: RPMS: KRA’S,

Objectives, Observable
Indicators and
Annotation
A. Content Standard: The learner demonstrates an understanding of staking out
building lines.
B. Performance The learner independently prepares materials and stakes out
building lines in carpentry based on construction standards.
Standard:
C. Learning Prepare tools, equipment, and materials for staking out
building lines. (TLE_IACP9-12BL-Ia-h-1)
Competency
D. Learning Outcome: Identifying properties and defects of Wood
E. Learning 1. Identify the properties of wood for staking out building KRA 1: Objective 2
lines Used research-based
Objectives: knowledge and principles of
2. Describe wood defects; and
3. Value the importance of using wood of good quality. teaching and learning to
enhance professional
practice.
Annotation:
The teacher has used
Bloom’s taxonomy in writing
the learning objectives.
Based on the cognitive
process, dimensions
adapted from Anderson and
Krathwohl (2001), provides
a scheme for classifying
educational goals,
objectives, and standard. It
also defines a broad range
of cognitive processes from
simple to complex.
II. CONTENT: Identifying properties and defects of Wood
III. LEARNING
RESOURCES:
A. References: 1. Simplified Methods on Building Construction pp. 102-110
2. Other Learning Defects in Timber
References: https://www.youtube.com/watch?v=AM4erEEko9w
Basic Technology/Properties of Materials (wood)
https://www.youtube.com/watch?v=rNq7NEYLUAQ
3. Materials/Tools/ Laptop, Projector, Learning Activity Sheet, PowerPoint
presentation, pen, and paper (for students)
Equipment
IV. PROCEDURE:
A. Preliminary 1. Arrange the class (seating arrangement) for the observance KRA 2: Objective 5
 Activity: of Health and Safety Protocols. Indicator 4
2. Opening Prayer Established safe and
3. Checking of Attendance secure learning
4. Review of the previous lesson environments to enhance
learning through the
consistent implementation
of policies, guidelines, and
procedures.
Annotation:
The teacher let the learner
observe the health and
safety protocols inside the
classroom.
B. Motivations: 1. Present different images of woods. KRA 1: Objective 3
2. Ask the learner these questions: Indicator 2
a. What can you say about the images? Displayed proficient use of
b. Where can you usually see those images? Mother Tongue, Filipino,
and English to facilitate
c. Have you seen those images in your surroundings? teaching and learning.
Annotation:
The teacher let the learner
think of words that are
related to the images.
Asked them to answer the
question wherein it is a part
of Inquiry-based learning.
The learner may choose the
language/dialect they
prefer.
C. Activity Instruction: Divide the learners into two groups with equal KRA 1: Objective 3
members. Indicator 2
Display proficient use of
Group 1 Mother Tongue, Filipino,
and English to facilitate
Analyze, Arrange and Associate. teaching and learning.
1. Analyze the jumbled letters. Annotation:
2. Find phrases/words that are related to the pictures. The teacher let the students
3. Reveal the phrases/words and post them on the related express their own
picture on the board. understanding of the picture
by using Mother Tongue,
Group 2 Filipino, and English
1. Analyze the picture. language.
2. Give your thought about the picture.
3. Present the answer to the class. KRA 2: Objective 7, 8
Indicator 6
Maintain learning
environments that nurture
and inspire learners to
participate, cooperate and
collaborate in continued
learning.

Annotation:
The teacher employed
cooperative and
collaborative learning
wherein learners work
together in a small group to
maximize their own and
each other’s learning. Also,
the teacher used the
constructivism philosophy
of teaching that is learner
centered.
D. Analysis Guide Questions: KRA 1: Objective 2 & 3
KRA 2: Objective 6
 How was the activity? Indicator 2
 Were you able to come up with the expected output? Why? Displayed proficient use of
Why not? Mother Tongue, Filipino and
 Based on the activity what would be our lesson for today? English to facilitate teaching
and learning.
Indicator 5
Maintain learning
 environments that promote
fairness, respect and care
to encourage learning.

Annotation:
The teacher used open-
ended questions to the
learners to encourage them
the use of thinking skills,
communication and eliciting
more information. Macho,
Joseph (2011) stated that
open-ended questioning is
a form of authentic
assessment and allows
learners to use higher order
thinking skills through a
variety of content areas.
E. Abstraction The teacher will facilitate the lesson through these questions: KRA 2: Objective 2
Used research-based
 What is wood? knowledge and principles of
teaching and learning to
 How does wood be used? enhance professional
 What are the properties of wood? practice.
 How do the different properties of wood relate to its quality?
 What are wood defects? This is part of inquiry-based
 How do wood defects affect the quality of wood? learning wherein students
investigate, create, discuss,
and reflect on what they
have learned in the lesson.
This part also shows one of
the principles of teaching
and learning, collaborative
practice, and challenging
tasks.

KRA 2: Objective 6
Indicator 5
Maintained a learning
environment that promotes
fairness, respect, and care
to encourage learning.
Annotation:
After the discussion, the
teacher recognizes each
student by praising &
applauding them for their
performances.

KRA 2: Objective 7
Indicator 6
Maintained learning
environments that nurture
and inspire learners to
participate, cooperate, and
collaborate on continued
learning.
Annotation:
The teacher encourages
the learners to cooperate
on the discussion not only
to have a high score but
also to have a greater
learning, emotional maturity
and strong personal
identity.

KRA 3: Objective 9
Indicator 8
Designed, adapted and
implemented teaching
strategies that are
responsive to learners with
 disabilities, giftedness and
talents
Annotation:
Separate activity will be
given to a student with
disability (PWD)

KRA 3: Objective 10
Indicator 9
Adapted and used culturally
appropriate teaching
strategies to address the
needs of learners from
indigenous groups.
F. Application  From your existing group, draw the types of wood defects. KRA 1: Objective 4
 Your output will be rated using the rubrics below Indicator 3
Used effective verbal and
non-verbal classroom
communication strategies to
Excellent Good Fair support learner
Knowled Subject Subject Some subject understanding,
ge knowledge is knowledge is knowledge is participation, engagement,
evident evident in much evident. Some and achievement.
throughout the of the project. information is
Annotation:
project. All Most information confusing,
information is is clear, incorrect, or
The teacher asks the
clear, appropriate and flawed students w/moderate voice,
appropriate, correct eye contact with them, and
and correct with facial expressions for
Drawing Drawing looks Drawing is Drawing is them to answer the
Accuracy perfect with no adequate with minimal with questions.
technical minor technical many
problems problems technical
problems
Cleanlin The drawing The drawing is The drawing
ess shows total mostly clean shows some
cleanliness level of
cleanliness

V. GENERALIZATION Knowing, understanding, and appreciating the properties of KRA 3; Objective 16

wood and its defects can help guide us in choosing good, Applied a personal
philosophy of teaching that
quality materials for our carpentry works.
is learner centered.

(Share my Philosophy as a teacher: It is better to identify and

determine the good and bad quality of things to avoid
unnecessary failures in doing work. Quality should never be
compromised.
VI. EVALUATION Get ¼ sheet of paper and answer the activity. KRA 2: Objective 2
1. Wood defects__ Used research-based
a. Are abnormalities in wood knowledge and principles of
b. Lower the economic value of wood teaching and learning to
enhance professional
c. Reduce the strength of wood practice.
d. All of the above Annotation:
2. It occurs when wood loses moisture below the fiber The teacher used the
saturation point. individual assessment
a. Shrinkage through a short quiz.
b. Knot According to maki, Peggy L.
c. Permeability (2002) by analyzing
d. Cleavability students’ performance
3. It is the resistance of wood to cleavage along the through formative
assessment and sharing
grain. the results with them,
a. Cleavability instructors help students to
b. Knot "understand their strengths
c. Permeability and weaknesses and to
d. Shrinkage reflect on how they need to
4. It is the ratio of the mass of water contained in the improve over the course of
mass of the same sample of dry wood. their remaining studies”.
 a. Moisture content
b. Shrinkage
c. Density
d. Mass
5. It is the wood defects caused by insects.
a. Crack
b. Crock
c. Twist
d. Wood bores
6 – 8. Give the mechanical properties of wood.
(elasticity, strength, vibration)
9 – 10. Give the factors in moisture
(moisture content, shrinkage)

VII. ASSIGNMENT: How does wood be measured? How to determine board foot
computation?

NOTES: Batchelor, K., (2016). Around the world in 80 picture books: KRA 1: Objective 2
Teaching ancient civilizations through text sets. Used research-based
The study emphasizes the importance of reading pictures
knowledge and principles of
along with words. Additionally, this article showcases ten
ancient civilizations by providing picture book titles that will teaching and learning to
immerse students and finalizes by sharing literacy strategies enhance professional
and reflections that will aid teachers in executing the various
text sets described throughout. practice.

Ha Le, Jeroen Janssen & Theo Wubbels (2018). Collaborative

learning practices: teacher and student perceived obstacles
to effective student collaboration, Cambridge Journal of
Education, 48:1, 103-122, DOI: 10.1080/0305764X.2016.12
59389Collaborative learning practices: teacher and student
perceived obstacles to effective student collaboration.
The study results reveal four common collaboration
obstacles were identified: "students'' lack of collaborative
skills, free-riding, competence status, and friendship."
Furthermore, the results showed three interrelated
antecedents that contribute to these obstacles. This study
may be helpful for educators, designers, and researchers to
foster the quality of student collaboration.
REFLECTIONS:

Prepared by: Checked by:

JENNY B. PACHECO MARIA TERESA A. CLAUDIO

Teacher-III, TLE Department MT-II, TLE Department

Noted:

DOLORES B. NOTARIO
HT-IV, TLE Department